CURRICULUM DEVELOPMENT

Chapter VI

IMPLEMENTING A
CURRICULUM
DAILY IN THE
CLASSROOM
REGINE B. LOPEZ,MAED 1B
DESIRED LEARNING OUTCOME
Review the components of a
daily plan for teaching

Identify intended learning outcomes

Match learning outcomes with

appropriate teaching methods
STARTING THE CLASS RIGHT:
LAYING DOWN THE
CURRICULUM PLAN

OBJECTIVES OR
INTENDED LEARNING
OUTCOMES
SUBJECT MATTER PROCEDURE
OR CONTENT OR STRATEGIES
OF
TEACHING
ASSESSMENT ASSIGNMENT
OF LEARNING OR AGREEMENT
OUTCOMES
OBJECTIVES/INTENDED LEARNING OUTCOMES
Desired learning that will be the focus of the lesson
Learning outcomes are based on Taxonomy of Objectives presented to us as
cognitive, affective, and psychomotor. Bloom’s Taxonomy has revisited by his
own student Lorin Anderson and David Krathwohl.
 Categories
Remembering – recall or retrieve previous learned
information.
Understanding – Comprehend, translation, state
problem in own words, making meaning.
Applying- Use of concept in new situation, applies
what has been learned in new situation.
Evaluating – Makes judgments about the value of
ideas or materials.
Analyzing- Separates materials or concepts into
component parts so that the organization is clear.
Distinguishes between facts and inferences.
Creating – Builds a structure or pattern from
various elements. Put parts together to create a
whole, to make new meaning and structure.
Example of Key words
Defines, describes, identifies, labels, outlines,
selects, states.
Comprehend, explains, distinguishes,
estimates, gives, examples, interprets, predicts,
rewrites, summarizes.
Applies, changes, computes, operates,
constructs, modifies, uses, manipulates,
prepares, shows, solves.
Appraises, compares, criticizes, defends,
describes, discriminates, evaluates, interprets,
justifies, summarizes.
Breaks down, compares, contrasts, diagrams,
differentiates, discriminates, identifies, infers,
outlines, relates, selects, separate.
Composes, complies, designs, generates,
reorganizes, revises, rewrites, summarizes,
creates
 LEVELS OF KNOWLEDGE
- Krathwohl (2002)

FACTUAL - It is common knowledge that to be successful in meeting a goal,

you need to know the related “facts”

CONCEPTUAL - conceptual knowledge is knowing that facts can be

organized in meaningful ways

PROCEDURAL - This knowledge type is critical for success in goal

attainment because it puts the “what” into action through the “how” process.

METACOGNITIVE - Knowledge of cognition in general, awareness of

knowledge of one’s own cognition, thinking about thinking.
SMART WAY
George T. Doran 1981

SPECIFIC,
MEASURABLE,
ATTAINABLE,
RESULT ORIENTED,
TIME-BOUNDED
SUBJECT MATTER/ CONTENT
oComes from a body of knowledge
(facts, concepts, procedure and
metacognition) that will be learned
through the guidance of the teacher.
oWHAT?
This is followed by the references.
PROCEDURE/ STRATEGIES
OF TEACHING

 CRUX OF IMPLEMENTING
CURRICULUM
 HOW? How a teacher will
put life to the Intended
Learning Outcomes (ILO)
 PROCEDURE/ STRATEGIES OF
TEACHING
Ways of Teaching for the different kinds of
Learners
-Corpuz & Salandanan,2013

Guided Exploratory/ Discovery Approach, Inquiry

DIRECT DEMONSTRATION METHODS ac
Method, Problem-based Learning, and Project Method.

COOPERATIVELEARNINGAPPROACHES Peer Tutoring, Learning Action Cells, Think-Pair Share

DEDUCTION OR INDUCTIVE APPROACHES Project Teaching, Inquiry-based Learning

Blended Learning, Reflective Teaching, Integrated

OTHER APPROACHES Learning, Outcomes-based Approach

COMMON CHARACTERISTICS
Students Different Learning Styles
VISUAL - Uses, graphs, charts,
pictures. Tends to remember things
that are written in form.
Auditory – Recalls information
through hearing and speaking.
Prefers to be told how to do things
orally. Learns aloud.
Kinesthetic – Prefers hand-on
approach. Demonstrates how to do,
rather than explain. Likes group work
with hands on – minds on.
PROCEDURE/ STRATEGIES OF
TIPS FORTEACHING
TEACHERS ABOUT
LEARNERS
Turns notes into pictures, diagram,
maps. Learn the big picture first than
details. Make mind maps concept
maps.
ac
Record lectures and listen to these.
Repeat materials out loud “parrot”.
Read aloud.
Learn something while doing another
thing (eats while studying). Work
while standing. Likes fieldwork. Does
many things at one time.
 PROCEDURE/ STRATEGIES OF
TEACHING
Cone of Learning & Experience

ac
ASSESSMENT OF LEARNING
OUTCOMES(ALO)

 The teacher will find out if the Intended learning

outcomes have been converted to achieved learning
outcomes.
 ASSIGNMENT/AGREEMENT

A task or piece of work assigned

to be pass tomorrow.
 BERNIE MILLER, M.S. Education & K to 12 Curriculum,
Wilkes University (2012)
Without a curriculum written guide of what you plan on doing in the classroom- you have
little chance of effectively impacting students lives. A curriculum is a road map of where you
are going it can be as simple as an outline of topics to be covered; it can be more complex
listing resources to be used, a pacing guide for instruction, and tasks students will be assigned
to ensure that they have learned what you set out to teach them. Without a curriculum you are
a rudderless ship that HAS NO MEASURABLE GOAL.